Nearly 60 years after the initial declaration of language teachers' knowledge, evidence still seems unsatisfactory as little is generally agreed upon. This study followed Noblit and Hare's meta-ethnography approach to reconcile various researchers' interpretations of language teacher' knowledge through facilitating the accumulation of their substantive interpretations. A total number of 188 studies were chosen through meticulous search techniques and based on CASP quality criteria. The result of the meta-ethnography analysis yielded a reductionist yet inclusive account of language teachers' literacy named Content and Educational Literacy Threshold (CELT) with a two-tire construct taxonomy: Content Literacy consisting of six subthemes and Educational Literacy with four subthemes. Overarching a framework for demonstrating the key findings of the available literature on ELT literacy, the findings of the study can be used by many people in the field including language teaching policy makers, curriculum designers, material developers, teachers and learners and other practitioners.
